Designing for Neurodiversity in Education: A New Approach to Inclusive Learning
Education spaces have traditionally followed a one-size-fits-all approach, assuming all students engage, process, and thrive in the same way. Classrooms are filled with diverse minds—each with unique ways of thinking, perceiving, and interacting with the world. Recognising neurodiversity in the design of learning environments is not only about accessibility; it must also actively support and empower all learners.
The term ‘neurodiversity,’ introduced by Australian sociologist Judy Singer, describes the natural variations in how brains function. Neurodivergent individuals—including those with autism, ADHD, dyslexia, and dyspraxia—experience their surroundings differently. COX Director Zoe King believes that ‘when differences in thinking and learning are celebrated, the result is an enduring culture of inclusion.’ Translating this into physical space means designing environments that acknowledge sensory needs, offer flexibility, and remove barriers to learning.
Designing for Sensory Needs
A student’s ability to engage in learning is shaped by their sensory environment. While some thrive in lively, dynamic settings, others are highly sensitive to stimuli like bright lights, loud noises, or strong scents. Intentional design considerations accommodates these differences.
Maximising natural light while incorporating soft, diffused LED lighting reduces glare and sensory strain. Circadian lighting supports biological rhythms, improving cognitive performance and well-being. Neutral colour palettes create a calming atmosphere, while acoustic treatments—such as carpets and fabric panels—help control noise. Small details, such as minimising strong smells from kitchens and cleaning products, contribute to a more comfortable learning environment.
Intuitive and Predictable Spaces
The way in which a space is organised can affect a student’s ability to feel at ease. A well-designed school should feel intuitive, fostering familiarity and predictability. For neurodivergent students, structured, easy-to-navigate environments can also reduce anxiety and build confidence.
Clear sightlines allow students to see across spaces, reducing the stress of the unknown. Thoughtful wayfinding—including clear signage, distinct zones, and logical spatial organisation—creates a sense of security, making movement through the school seamless rather than overwhelming. Here, students are not expected to adapt to a rigid environment; instead, the environment supports the way they naturally engage with the world.
Flexibility and Choice
Flexibility is a cornerstone of inclusive design, particularly for neurodivergent individuals. While some students excel in social, collaborative settings, others need quiet spaces for focused, independent work. Schools must offer a variety of work zones to allow students and educators—especially those who are neurodivergent—to choose where and how they function best.
Beyond open-plan areas, the inclusion of smaller nooks for quiet regulation, one-on-one chats, or deep work ensures that individuals have spaces to retreat, recharge, and refocus. These environments support both learning and teaching, allowing neurodivergent students and educators to navigate their day in ways that align with their needs. Modular furniture and adaptable layouts further reinforce a sense of agency, empowering individuals to shape their surroundings.
Quiet Retreats and Reset Spaces
For those who experience sensory overload, quiet retreats are essential. These are more than just low-stimulation areas; they are intentionally designed to promote calm and focus. Soft textures, indirect lighting, and neutral colour palettes create a soothing environment, while biophilic elements—plants, natural materials, and access to daylight—enhance relaxation and well-being.
Quiet retreats, reset spaces offer an additional layer of support. Unlike traditional break areas, these spaces are designed to promote emotional regulation, creativity, and well-being. Comfortable seating, warm lighting, and a homely atmosphere create a sense of safety and familiarity. Access to nature—whether through windows, indoor greenery, or natural textures—fosters a deeper sense of calm. These spaces are not an afterthought but a fundamental component of inclusive learning environments, ensuring that all students have the tools to succeed.
A Future of Inclusive Learning
Designing for neurodiversity requires the active shaping of spaces which celebrate cognitive differences and empower students to reach their full potential. Schools that embrace this approach foster environments where all learners feel seen, supported, and capable of thriving. Inclusive design is beneficial for neurodivergent students in the way in which it enhances the learning experience for everyone, making education more equitable, engaging, and effective for future generations.
